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1210 


Issued  September  29,  1909. 

U.  S.  DEPARTMENT  OF  AGRICULTURE. 

OFFICE  OF  EXPERIMENT  STATIONS— SPECIAL  CIRCULAR. 


A.   C.  TRUE,   Director. 


OF  THE 
COLLEGE  CF^ 


FORESTRY  IN  NATURE  STUDY. 


ISSUED  BY  THE 

OFFICE  OF  EXPERIMENT  STATIONS 

IN  COOPERATION  WITH  THE 

FOREST  SERVICE. 

[GlFFORD    PlNCHOT,    FORESTER.] 


WASHINGTON: 

GOVERNMENT    PRINTING    OFFICE 

19  0  9. 


AGRIC.  DEPT. 

LETTER  OF  TRANSMITTAL. 


U.  S.  Department  of  Agriculture, 

Office  of  Experiment  Stations, 
Washington,  D.  C,  September  i,  1909. 
Sir  :  I  have  the  honor  to  transmit  herewith  a  manuscript  prepared 
by  the  Forest  Service  for  special  distribution  among  teachers  at  the 
Alaska-Yukon-Pacific  Exposition.  In  view  of  the  large  interests  of 
the  Northwest  and  of  the  whole  country  in  forest  conservation  and 
in  the  methods  of  forest  replacement,  and  the  growing  interest  of 
public-school  teachers  in  these  matters,  it  seems  desirable  to  present 
this  tentative  plan  of  elementary  instruction  in  the  subject  to  the 
attention  of  teachers  for  the  purpose  of  drawing  out  their  criticisms 
and  suggestions  with  reference  to  it.  With  the  understanding  that 
the  results  of  such  suggestions  shall  be  embodied  in  more  permanent 
form  in  future  bulletins  by  this  Office,  I  therefore  recommend  the 
immediate  publication  of  this  manuscript  as  a  special  circular  of  this 
Office. 

Kespectfully,  A.  C.  True, 

Director. 
Hon.  W.  M.  Hays, 

Acting  Secretary  of  Agriculture. 
2 


FORESTRY  IN  NATURE  STUDY. 


The  development  of  forestry  and^mjture  study  in  this  country 
has  been  practically  contemporaneous.  A  generation  ago  little  was 
known  of  either;  to-day  the  one  has  come  to  occupy  an  important 
place  in  national  life,  the  other  an  essential  part  in  school  life.  Both, 
however,  are  still  young  in  this  country  but  growing  rapidly,  and  are 
ever  stretching  out  to  new  and  wider  fields — forestry,  that  all  may 
realize  its  importance  to  the  nation's  welfare;  nature  study,  in  a 
constant  search  for  suitable  material  to  work  upon.  As  a  result 
of  these  tendencies  forestry  and  tree  study  are  every  year  becoming 
more  prominent  in  nature-study  courses,  and  very  properly  so,  for 
they  are  preeminently  adapted  to  such  use. 

Dr.  Clifton  F.  Hodge  defines  nature  study  as  "  learning  those 
things  in  nature  that  are  best  worth  knowing,  to  the  end  of  doing 
those  things  that  make  life  most  worth  living."  The  purpose  of 
nature  study  is  to  inculcate  a  love  and  an  appreciation  for  the  beauti- 
ful and  wonderful  in  nature  and  to  train  the  mind  to  acuteness  in 
observation.  Few  things  fulfill  the  requirements  of  these  definitions 
so  well  or  contribute  so  fully  to  the  accomplishment  of  these  aims  as 
does  the  forest.  In  the  forest  can  be  found  a  wealth  of  material; 
it  is  one  of  the  most  sublime  and  useful  of  nature's  institutions; 
it  is  replete  with  myriad  forms  of  vegetable  and  animal  life;  the 
forest  itself,  as  a  whole,  is  living  and  active;  it  is  full  of  the  won- 
derful and  the  beautiful ;  it  is  teeming  with  interest  at  every  season 
of  the  year ;  and  it  is  accessible  to  almost  everyone.  The  forest  offers 
almost  unlimited  opportunity  for  botanical  study,  and  the  tree  holds 
the  advantage  over  other  plants  in  that  it  is  never  out  of  season  and 
can  sustain  the  child's  interest  for  an  indefinite  time. 

While  the  individual  trees  furnish  excellent  material  for  study,  it 
is  the  forest  as  a  whole,  with  its  vital  influences  on  the  life  and  well- 
being  of  mankind,  its  effects  upon  the  water,  the  soil,  the  rain  and 
the  snowfall  and  the  winds,  and  upon  the  various  forms  of  animal 
life — in  short,  it  is  the  relation  which  the  forest  bears  to  all  else  in 
nature  that  should  prove  especially  attractive  to  the  nature-study 
teacher  and  the  source  of  greatest  delight  and  most  useful  knowledge. 
To  interest  the  child  in  the  forest  is  an  easy  task.  The  mystery  and 
strength  of  the  woods  have  always  appealed  most  strongly  to  the 

337239  3 


4         v  •       '  +/i\  FORESTRY   IN    NATURE   STUDY. 

child,;  ahdvainb;£g  the  dietished  tales  in  children's  literature  are  the 
svories  of  the  forests  and  'their  inhabitants. 

The  outline  which  follows  is  for  the  most  part  a  compilation  of  the 
successful  experience  of  successful  nature-study  teachers.  The  prac- 
tical lines  along  which  it  has  been  evolved  should  merit  for  it  a  wide 
application.  It  is  not  proposed  that  the  entire  outline  should  be 
introduced  by  any  one  school,  but  that  suitable  portions  of  it  be 
adapted  to  the  needs  and  conditions  of  each  school  and  utilized  as 
part  of  the  regular  nature-study  course.  Field  excursions  and  actual 
work  among  the  trees  are  of  far  greater  value  than  mere  class-room 
exercises  and  add  much  pleasure  and  healthfulness  to  the  study. 
Trips  to  the  woods  should  be  made  in  winter  as  well  as  during  other 
seasons.  It  is  in  winter,  when  the  trees  are  stripped  of  their  foliage, 
that  the  forest  best  imparts  its  secrets. 

Particular  stress  should  be  laid  upon  school  nurseries  and  planta- 
tions. It  is  through  these  that  the  most  practical  lessons  can  be 
learned  and  permanent  interest  awakened.  Planting  trees  on  Arbor 
Day,  or  on  any  other  day,  is  likely  to  do  more  harm  than  good  unless 
the  planting  is  properly  done  and  the  trees  taken  proper  care  of  there- 
after. In  the  school  nursery  the  requisite  knowledge  and  interest 
can  be  gained.  Gathering  and  planting  seeds,  tending  the  little 
seedlings,  establishing  and  caring  for  the  plantation,  and  seeing  it 
thrive  under  proper  management,  must  serve  as  valuable  object 
lessons  which  will  leave  their  impressions  through  life.  The  problem 
of  having  the  gardens  cared  for  during  the  months  of  vacation  can 
be  met  by  the  formation  of  a  volunteer  club  from  among  the  chil- 
dren for  that  purpose.  Many  schools  have  found  that  the  plan  works 
well  with  school  gardens,  and  it  should  be  equally  successful  with 
tree  work. 

The  Forest  Service  of  the  Department  of  Agriculture  will  gladly 
furnish,  without  cost,  outlines  of  a  plan  for  school  nurseries  and 
plantations,  and  publications  for  use  as  text-books.  Photographs 
may  also  be  found  very  useful  in  the  work  suggested,  and  these  can 
be  supplied  at  small  cost. 

NATURE  STUDY. 

First  Grade. 
Fall  Term. 

Have  the  children  bring  in  autumn  leaves  and  mount  them  on  cardboard. 
Teach  them  to  distinguish  a  few  common  trees  of  the  neighborhood  by  their 
leaves.     Have  simple  drawings  of  leaves  made  or  have  leaves  cut  out  of  paper. 

Winter  Term. 

Simple  lessons  on  the  usefulness  of  trees  in  nature;  for  example,  they  furnish 
homes  for  birds,  animals,  and  man.  The  tree  as  a  living  thing,  and  as  a  good 
friend.  Shapes  of  trees  in  sight  from  the  school-room  windows.  Songs  and 
stories  of  trees. 


FORESTRY   IN    KATURE   STUDY.  5 

Spring  Term. 

General  lesson  on  the  effect  of  spring  in  the  life  of  the  tree.  Observe  in  what 
order  trees  of  the  neighborhood  put  forth  their  foliage.  Draw  and  paint  pic- 
tures of  leaves.  Sow  seeds  in  soil  and  on  water,  observing  carefully  the  various 
stages  of  germination  and  growth. 

Second  Grade. 

Fall  Term. 

Have  the  children  bring  in  seed  pods,  nuts,  cones,  etc.,  and  mount  good  speci- 
mens. Trace,  draw,  or  paint  them.  Show  how  trees  are  preparing  for  winter 
by  dropping  their  leaves  and  covering  their  buds. 

Winter  Term, 

Call  attention  to  winter  buds.  Place  twig,  of  maple  if  possible,  in  water  and 
observe  development  of  buds.  The  woods  in  winter.  Stories.  Pictures  of 
woods  in  winter  (snow  scenes),  lumber  camps,  sleds,  sugar  making,  trapping. 

Spring  Term. 

Development  of  winter  buds,  the  coming  of  blossoms,  catkins,  leaves,  etc. 
Have  maple  twigs  brought  to  school.  Tell  how  spring  causes  sap  to  flow  in  the 
tree.  Place  a  twig  in  colored  water  and  after  a  day  or  two  split  it  and  observe 
how  the  colored  liquid  has  risen  and  in  what  part  of  the  wood. 

Third  Grade. 
Fall  Term. 

Have  the  children  bring  in  as  many  kinds  of  tree  leaves  as  possible,  and  make 
simple  classification  by  shape,  margin,  and  veining.  Study  and  paint  a  few 
specimens  of  leaves,  fruit,  and  seed  pods.  Distinguish  as  many  hardwoods  as 
possible  by  leaves,  nuts,  seed  pods,  etc.     Seed  production  and  distribution. 

Winter  Term. 

Take  up  the  study  of  evergreens;  pines,  cedars,  holly,  live  oak.  Have  twigs 
and  cones  brought  to  school.  Observe  cones  and  their  structure.  Stories  of 
the  pine  tree,  the  Christmas  tree,  the  fir  tree,  etc.  Tell  that  evergreens  are 
always  covered  with  foliage.  The  needles  remain  on  the  tree  for  two  years  or 
more,  while  new  leaves  appear  every  spring.  (Silvical  Leaflets  1  to  24,  26  to 
to  37,  and  39.  Forest  Planting  Leaflets  57,  60,  65,  67,  68,  70,  72,  and  73,  Forest 
Service. ) 

Spring  Term. 

Study  of  leaf  structure.  Study  of  tree,  flower,  foliage,  and  fruit,  from  a 
botanical  standpoint.  Plant  some  willow  cuttings  in  wet  sand  and  see  whether 
they  will  develop  roots.  Place  twigs  of  different  trees  in  jars  of  water  and 
watch  results.     (Forest  Service  Circular  96.) 

Fourth  Grade. 
Fall  Term. 

Study  the  life  of  an  individual  tree  in  its  most  elementary  aspect  from  the 
seed  to  its  final  use  by  man ;  its  struggle  for  life  against  birds,  insects,  rabbits, 
frost;  as  a  baby  tree;  as  a  mother  tree;  birds  making  their  nests  in  its  boughs. 
How  a  tree  heals  its  wounds.  Stories  about  trees.  (Farmers'  Bulletin  173  and 
Farmers'  Bulletin  134,  pp.  26-31.) 

Winter  Term. 

Take  up  a  further  study  of  evergreens.  Have  drawings  made  of  cones  and 
winged  seeds.  Study  arrangement  of  needles,  leaves,  or  scales  on  the  twig. 
Draw  blackboard  studies  of  evergreens.  Show  the  characteristics  of  foliage 
and  cones  of  different  species.     (See  third  grade,  winter  term.) 


O  FORESTRY   IN    NATURE   STUDY. 

Spring  Term. 

Draw  and  color  pictures  of  blossoms.  Take  trips  into  the  woods;  study  the 
ground  under  the  trees  and  note  the  structure  of  this  forest  floor;  the  thick 
canopy  of  leaves  above ;  the  long,  clean  trunks ;  how  closely  together  the  branches 
grow;  how  dark  and  cool  it  is  in  the  forest.  The  forest  as  a  whole.  Begin 
to  list  time  when  seed  of  each  species  is  ripened.  (Farmers'  Bulletin  173, 
Farmers'  Bulletin  134,  pp.  24-26,  and  Farmers'  Bulletin  358,  pp.  35-37.  Year- 
book Separate  329.) 

Fifth  Grade. 
Fall  Term. 

Begin  study  of  the  life  of  the  tree.  First  the  three  parts— crown,  trunk,  and 
roots.  Show  the  picture  of  the  whole  tree,  of  the  root  system,  of  the  trunk. 
Observe  the  roots  of  an  upturned  tree  in  the  neighborhood,  if  possible,  or  note 
root  growth  exposed  by  the  cutting  away  of  an  embankment.  Explain  the 
office  performed  by  each  part  in  collecting,  digesting,  distributing,  and  assimi- 
lating food,  and  in  other  functions  of  the  tree's  life.  Tell  how  sap  ceases  to 
flow  as  winter  approaches,  and  its  effect  on  the  foliage  and  growth  of  the  tree. 
Reproduction;  how  pollen  is  distributed.  Cut  seeds  open  and  examine  their 
structure.  Continue  listing  time  of  seed  ripening.  (Farmer's  Bulletins  173 
and  134,  pp.  21^31.) 

Winter  Term. 

The  structure  and  growth  of  the  tree.  The  annual  rings  of  growth.  The 
inactive,  strong  heartwood;  the  weaker,  active  sapwood.  The  inner  and  outer 
bark  and  their  functions  in  the  life  of  the  tree.  Food  ascends  in  sapwood,  is 
digested  in  the  leaves,  and  descends  on  the  inner  side  of  the  inner  bark.  The 
medullary  rays  and  their  use.  Show  pictures  of  cross-sections  of  trees  and,  if 
possible,  cross-sections  of  the  trees  themselves.  Explain  "  grain  "  of  different 
woods.  Show  Hough's  "American  Woods."  Take  these  subjects  up  in  connec- 
tion with  woodworking.  Start  the  class  keeping  records  of  when  the  different 
trees  perform  their  various  life  functions;  in  late  winter  record  when  the  buds 
begin  to  swell.  These  observations  should  be  kept  up  for  an  entire  year.  Apply 
to  the  U.  S.  Forest  Service,  Washington,  D.  C,  for  instructions  and  blanks  for 
recording  these  phenological  observations.     (Farmers'  Bulletin  173.) 

Spring  Term. 

How  the  tree  breathes.  Transpiration :  Invert  a  glass,  as  a  bell  jar,  over  an 
active  plant;  the  moisture  will  condense  on  the  glass.  Trees  in  bloom.  Ob- 
serve them  in  yards,  on  streets,  in  parks  and  woods.  Study  flowers  of  the  wil- 
lows, horse  chestnut,  black  locust,  linden,  maple,  common  hazel,  cottonwood. 
Fertilization  ;  reproduction  ;  reproduction  by  sprouts.  Record  the  time  of  burst- 
ing of  buds,  of  blossoming,  leafing  out,  ripening  of  fruit,  etc.,  and  recommend 
that  the  work  be  continued  after  school  has  closed  for  the  summer.  (Farmers' 
Bulletin  173.     Forest  Service  Circular  96.) 

Sixth  Grade. 
Fall  Term. 

Resume  observing  time  of  performance*  of  functions  of  tree  life  and  collect 
data  recorded  by  pupils  during  vacation.  Record  time  of  ripening  and  falling 
of  seeds,  change  in  color  of  leaves,  etc.  Growth  and  distribution  of  seed.  Have 
a  collection  made  of  seeds  of  the  various  trees  in  the  locality,  and  placed  in 
cabinet.     (Forest  Service  Bulletin  29.) 

Winter  Term. 

The  tree  in  winter.  Box  elder  and  scarlet  oak  in  their  winter  condition; 
pines  and  pine  forests;  pine  forests  and  forests  of  deciduous  trees  compared. 

rrir.!™  s>lnoc<   i-n+n  +y,n  <rrrrmAa  •    nrintDr   ia   art    l/Jonl    timo  fnr   SPpinC  things  in    thf*  forest. 


FORESTKY  IN    NATUKE   STUDY.  / 

Winter  and  Spring  Term. 

The  tree  in  the  forest.  Show  the  tree  in  its  relation  to  other  trees.  The 
struggle  for  existence.  Why  forest  trees  are  tall,  straight,  and  with  limbless 
trunks.  Decaying  trees.  Fungi.  Observe  the  forest  as  a  whole  during  win- 
ter and  spring.  The  life  of  the  forest.  (Farmers'  Bulletin  134.  pp.  21-31,  and 
Farmers'  Bulletin  173.) 

Seventh  Grade. 
Fall  Term. 

Succession  of  forest  trees.     Pure  and  mixed  forests.     Conifers  in  sandy  soils 
and  on  high  altitudes.     Deciduous  trees  demand  better  soils  and  more  pro- 
tected situations.     Trees  of  the  tropics.     (Farmers'  Bulletins  173  and  358.) 
Winter  Term. 

Study  different  kinds  of  wood  and  their  uses  and  ranges.  Collect  specimens 
of  woods  and  prepare  cabinets.  If  possible  obtain  specimens,  about  6  inches 
by  2  inches,  one  side  showing  quartered  or  radial  section,  another  tangential 
section,  and  the  ends  cross-sections.  Have  each  specimen  labeled  with  common 
name,  and  statement  of  its  commercial  importance  and  uses,  and  of  its  range. 
These  subjects  should  be  taken  up  in  connection  with  woodworking  or  com- 
mercial industries. 
Spring  Term. 

Effect  of  forests  upon  climate,  temperature,  changes  of  temperature,  humid- 
ity, rainfall.  Forest  as  windbreaks.  (Farmers'  Bulletin  358,  pp.  29-36.  For- 
est Service  Circular  138.) 

Eighth  Grade. 

Effect  of  forest  on  fallen  rain  and  snow:  Retards  evaporation  and  melting; 
decreases  surface  run-off;  thick  vegetable  humus  of  the  forest  floor  absorbs 
and  holds  water  as  a  reservoir,  and  allows  it  to  seep  slowly  into  springs  and 
streams;  forest  tends  to  prevent  and  decrease  floods,  and  to  make  stream-flow 
regular.  Forest  takes  up  carbon  dioxide;  gives  off  oxygen;  transpires  water; 
fixes  shifting  sands.  Tree  roots  hold  soil  in  place  and  prevent  erosion  on 
slopes.  Illustrate  by  photographs.  Visit  eroded  fields  and  hillsides  in  neigh- 
borhood. (Farmers'  Bulletin  134,  p.  27;  Farmers'  Bulletin  358;  Forest  Serv- 
ice Circular  96.) 


APPENDIX. 


References. 

Application  for  publications  of  the  United  States  Department  of  Agriculture 
named  in  this  list,  except  those  with  a  price  affixed,  may  be  made  to  the  De- 
partment of  Agriculture,  Washington,  D.  C.  Those  with  a  price  affixed  can  be 
obtained  only  by  purchase.  Remittance  should  be  made  by  postal  money  order 
(stamps  not  accepted)  directly  to  the  Superintendent  of  Documents,  Govern- 
ment Printing  Office,  Washington,  D.  G.    Order  by  title  and  number. 

For  publications  not  issued  by  the  Department  of  Agriculture  application 
should  be  made  to  the  publishers. 

In  some  cases  the  references  are  only  of  local  importance,  and  so  may  not  be 
of  value  to  teachers  residing  outside  of  the  regions  to  which  the  publications 
refer. 


No.  134.  Tree  Planting  on  Rural  School  Grounds. 
No.  173.  A  Primer  of  Forestry.     Part  I. 
No.  228.  Forest  Planting  and  Farm  Management. 
No.  358.  A  Primer  of  Forestry.     Part  II. 

FOREST    SERVICE    CIRCULARS. 

No.  26.  Forest  Fires  in  the  Adirondack^  in  1903. 
No.  35.  Forest  Preservation  and  National  Prosperity. 
No.  37.  Forest  Planting  in  the  Sand-Hill  Region  of  Nebraska. 
No.  41.  Forest  Planting  on  Coal  Lands  in  Western  Pennsylvania. 
No.  45.  Forest  Planting  in  Eastern  Nebraska. 
No.  81.  Forest  Planting  in  Illinois. 
No.  96.  Arbor  Day. 

No.  99.  Suggestions  for  Forest  Planting  on  the  Semi-Arid  Plains. 
No.  100.  Suggestions  for  Forest  Planting  in  the  Northeastern  and  Lake  States. 
No.  105.  White  Oak  in  the  Southern  Appalachians. 
No.  109.  Forest  Planting  in  the  North  Platte  and  South  Platte  Valleys. 
No.  135.  Chestnut  Oak  in  the  Southern  Appalachians. 
No.  139.  A  Primer  of  Wood  Preservation. 
No.  140.  What  Forestry  has  Done. 
No.  145.  Forest  Planting  on  the  Northern  Prairies. 
No.  150.  Douglas  Fir. 

No.  154.  Native  and  Planted  Timber  of  Iowa. 
No.  157.  A  Primer  of  Conservation. 
No.  161.  Forest  Planting  in  Western  Kansas. 
8 


FORESTRY  IN   NATURE  STUDY. 


FOREST    PLANTING    LEAFLETS. 


No.  54.  How  to  Cultivate  and  Care  for 
Forest  Plantations  on  the  Semi-Arid 
Plains. 

No.  55.  How  to  Pack  and  Ship  Young 
Forest  Trees. 

No.  56.  Bur  Oak. 

No.  57.  Jack  Pine. 

No.  58.  Red  Oak. 

No.  59.  Eucalyptus.     (Revised  edition.) 

No.  60.  Red  Pine. 

No.  61.  How  to  Transplant  Forest 
Trees. 

No.  62.  Shagbark   Hickory. 

No.  63.  Bass  wood. 

No.  64.  Black  Locust.  ( Revised  edi- 
tion.) 

No.  65.  Norway  Spruce. 

No.  66.  White  Elm. 

No.  67.  White  Pine. 

No.  68.  Scotch  Pine. 

No.  69.  Fence-Post  Trees. 

No.  70.  European  Larch. 

No.  71.  Chestnut. 


No.  72.  Western  Yellow  Pine. 

No.  73.  Red  Cedar. 

No.  74.  Honey  Locust. 

No.  75.  Hackberry. 

No.  76.  Silver  Maple. 

No.  77.  Cottonwood. 

No.  S2.  Hardy  Catalpa. 

No.  83.  Russian     Mulberry.     (Revised 

edition.) 
No.  84.  White  Ash. 
No.  85.  Slippery  Elm. 
No.  86.  Boxelder. 
No.  87.  White  Willow. 
No.  88.  Black  Walnut. 
No.  89.  Tamarack. 
No.  90.  Osage  Orange. 
No.  91.  Coffeetree. 
No.  92.  Green  Ash. 
No.  93.  Yellow  Poplar. 
No.  94.  Black  Cherry. 
No.  95.  Sugar  Maple. 
No.  106.  White  Oak. 


FOREST    SERVICE   BULLETINS. 

No.  13.  The  Timber  Pines  of  the  Southern  United  States.     (Price  35  cents.) 

No.  17.  A  Check  List  of  the  Forest  Trees  of  the  United  States.     (Price  15  cents.) 

No.  28.  A  Short  Account  of  the  Big  Trees  of  California.     (Price  15  cents.) 

No.  45.  The  Planting  of  White  Pine  in  New  England.     (Price  20  cents.) 

No.  47.  Forest  Resources  of  Texas.     (Price  15  cents.) 

No. 48.  The  Forests  of  the  Hawaiian  Islands.     (Price  10  cents.) 

No.  63.  The  National  Replacement  of  White  Pine  on  Old  Fields  in  New  England. 

(Price  10  cents.) 
No.  65.  Advice  for  Forest  Planters  in  Oklahoma  and  Adjacent  Regions.     (Price 

5  cents.) 

SEPARATES   FROM    THE   YEARBOOK    OF   THE    DEPARTMENT    OF    AGRICULTURE. 

No.  212.  Forest  Extension  in  the  Middle  West.     (1900.) 

No.  329.  The  Relation  of  Forests  to  Stream  Flow.     (1903.) 

No.  376.  How  to  Grow  Young  Trees  for  Forest  Planting.     (1905.) 

BOOKLET,    NOT    NUMBERED. 

The  Use  of  the  National  Forests. 

PUBLICATIONS    NOT    ISSUED    BY    THE    DEPARTMENT    OF    AGRICULTURE. 


Apgar,  Trees  of  the  Northern  United  States.     New  York. 
Brisbin,  Trees  and  Tree  Planting.     New  York. 
Dyson,  Stories  of  the  Trees.     New  York. 


10  FORESTRY   IN    NATURE   STUDY. 

Flagg,"  Year  Among  Trees.  '  Boston. 

Hodge,  Nature  Study  and  Life,  Chapters  XXII  and  XXIII.     Boston. 

Holden,  Real  Things  in  Nature.     New  York. 

Hough,  The  American  Woods.     Lowville,  N.  Y. 

Hough,  Handbook  of  the  Trees  of  the  Northern  United  States  and  Canada. 

Lowville,  N.  Y. 
Huntington,  Study  of  the  Trees  in  Winter.     Boston. 
Jackinan,  Nature  Study  for  Grammar  Grades.     Chapters  VII,  VIII,  and  XXXI. 

New  York. 
Keeler,  Our  Native  Trees.     New  York. 
Lazenby,  The  Economic  Uses  of  Wood.     Columbus,  Ohio. 
Lounsberry,  Guide  to  the  Trees.     New  York. 
Matthews,  Familiar  Trees  and  Their  Leaves.     New  York. 
Macfarland,  Getting  Acquainted  WTith  the  Trees.     New  York. 
Mosher,  Fruit  and  Nut  Trees.     Syracuse,  N.  Y. 
Mosher,  Our  Cone-Bearing  Trees.     Syracuse,  N.  Y. 
Mosher,  Oaks  and  Maples.     Syracuse,  N.  Y. 
Overton  and  Hill,  Nature  Study.     Chapters  XIII,  XVIII,  XIX,  XX,  XXV,  and 

XXVII.     New  York. 
Rodgers,  The  Tree  Book.     New  York. 
Rodgers,  Among  Green  Trees.     Chicago. 
Roth,  A  First  Book  of  Forestry-     Boston. 
Sargent,  Manual  of  Trees  of  North  America.     New  York. 
Schenck,  Forest  Utilization.     Biltmore,  N.  C. 
Schwappach,  Forestry.     London. 

Schwa  rz,  Forest  Trees  and  Forest  Scenery.     New  York. 
Snow,  Principal  Species  of  Wood.     New  York. 
Stokes,  Ten  Common  Trees.     New  York. 
Stone  and  Fickett,  Trees  in  Prose  and  Poetry.     Boston. 

O 


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THIS  BOOK  IS  DUE  ON  THE  LAST  DATE 
STAMPED  BELOW 


AN     INITIAL     FINE     OF     25     CENTS 

WILL  BE  ASSESSED  FOR  FAILURE  TO  RETURN 
THIS  BOOK  ON  THE  DATE  DUE.  THE  PENALTY 
WILL  INCREASE  TO  50  CENTS  ON  THE  FOURTH 
DAY  AND  TO  $1.00  ON  THE  SEVENTH  DAY 
OVERDUE. 


IKJV    9  1932 

APR  23  1939 

9iun'58.JH 

RECO 


V 


50  0 


LD  21-50m-8,-32 


YC  63603 


UNIVERSITY  OF  CALIFORNIA  LIBRARY 


